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8.
Raise Your Hand If You <ul><li>Have heard of Scratch other than at this lesson </li></ul><ul><li>Have downloaded Scratch ?... but not gotten around to playing with it yet </li></ul><ul><li>Have played around with it </li></ul><ul><li>Use it in your teaching </li></ul>Scratch and pair programming

9.
Agenda <ul><li>What is Scratch? </li></ul><ul><li>Scratch and … </li></ul><ul><ul><li>21 Century Learning Skills </li></ul></ul><ul><ul><li>the classroom </li></ul></ul><ul><li>Programming </li></ul>Scratch and pair programming sprite is a two-dimensional image or animation that is integrated into a larger scene.

12.
What is Scratch Scratch and pair programming imagine • program • share

13.
What is Scratch <ul><ul><li>Last version 1.4 </li></ul></ul><ul><ul><li>Translation: </li></ul></ul><ul><ul><ul><li>Available i n Slovene </li></ul></ul></ul><ul><ul><li>It is developed by the Lifelong Kindergarten group at the </li></ul></ul><ul><ul><ul><li>MIT Media Lab by a team led by Mitchel Resnick </li></ul></ul></ul><ul><ul><ul><li>first appeared in the may 2007 </li></ul></ul></ul>Scratch and pair programming

14.
<ul><li>The name Scratch is derived </li></ul><ul><ul><li>from the turntablist technique of scratching </li></ul></ul><ul><ul><li>refers to both the language and its implementation . </li></ul></ul><ul><li>The similarity to musical &quot;scratching”: </li></ul><ul><ul><li>usability the objects, graphics, sounds, and scripts can be easily imported </li></ul></ul><ul><ul><li>usability of projects </li></ul></ul><ul><li>Interpreted dynamic visual programming language </li></ul>Scratch and pair programming

18.
Scratch and … 21 century skills <ul><li>Interpersonal and Self-Directional Skills </li></ul><ul><ul><li>The visual nature of the programming </li></ul></ul><ul><ul><ul><li>=> sharablility </li></ul></ul></ul><ul><ul><li>They create with an audience in mind and </li></ul></ul><ul><ul><ul><li>=> able to make easy changes based on feedback of others. </li></ul></ul></ul><ul><ul><li>Social responsibility as they </li></ul></ul><ul><ul><ul><li>=> interact with others through the scratch website </li></ul></ul></ul>Scratch and pair programming

32.
Example - guess <ul><li>Elephant imagines a number between 1 and 100. Guess which one. If you guess the number, it changes its colour and stretche s trunk. If the imputed number is lower than his, he said, &quot;My number is bigger.&quot; If imputed number is greater than his, he said, &quot;My number is smaller.&quot; Learning Objective: Understanding conditional sentences, reading input </li></ul><ul><li>Example: GUESS _number.sb </li></ul>Scratch and pair programming

33.
Example – ball and stick <ul><li>Creating their own sprites: stick and ball. Stick, we put it next to the edge, move vertically with the aim to hit the ball. The ball is bouncing off the edges at random. </li></ul><ul><li>Learning Objective : </li></ul><ul><ul><li>Creating game </li></ul></ul><ul><li>Examples: igra_palica_zoga.sb in igra_palica_zoga_zadetki.sb </li></ul>Scratch and pair programming

34.
Day 3 <ul><li>Explore http://scratch.mit.edu </li></ul><ul><li>Set up an account </li></ul><ul><li>Pair programming concepts introduction </li></ul><ul><li>Download three games that are similar to the ones that you want to create </li></ul><ul><li>See how these games are coded </li></ul><ul><li>Save a game to your web account </li></ul>Scratch and pair programming

35.
Day 4 <ul><li>Set up pair programming </li></ul><ul><li>Discuss the use of broadcasting to go to another level </li></ul><ul><li>Constant Student Interaction – Ask 3 before me. </li></ul>Scratch and pair programming

42.
Terms <ul><li>Pair programming (PP) is a practice where two programmers work together at one computer, collaborating on the same design, algorithm, code, or test </li></ul><ul><li>Extreme Programming ( XP ) is a software engineering methodology (and a form of agile software development) </li></ul><ul><li>Collaborative learning refers to methodologies and environments in which learners engage in a common task in which each individual depends on and is accountable to each other </li></ul>Scratch and pair programming

43.
Motivation <ul><li>Experiences from teaching programming - students implicitly practiced PP without being aware of that </li></ul><ul><li>Modern studies confirmed the advantages of the method: </li></ul><ul><ul><li>novice–novice pairs against novice solos experience significantly greater productivity gains than expert–expert pairs against expert solos </li></ul></ul><ul><li>Related to collaborative work </li></ul><ul><li>Preparing for project work </li></ul><ul><li>Questionable story about XP </li></ul>Scratch and pair programming

44.
Scenario <ul><li>The pair is made up of a driver and navigator , </li></ul><ul><li>driver actively types at the computer or records a design </li></ul><ul><li>navigator watches the work of the driver and attentively identifies problems and makes suggestions </li></ul><ul><li>Both are also continuous brainstorming partners. </li></ul><ul><li>Rules of behavior are defined: </li></ul><ul><ul><li>PP relationship is very active: communicate, at least every 45 to 60 seconds. </li></ul></ul><ul><ul><li>switching roles every 30-45 minutes or after the task is finished </li></ul></ul>Scratch and pair programming

45.
If PP “works” or it doesn’t work? <ul><li>L. Williams (2000): coupled programmers in the average are 15 % slower then solo programmers but they produce 15 % less errors </li></ul><ul><li>Arisholm (2007): 48% increase in correctness but no significant difference in time </li></ul><ul><li>Lui, Chan (2006): methodology is better for novices </li></ul><ul><li>Testing and debugging are expensive </li></ul>Scratch and pair programming

46.
All I Really Need to Know I Learned in Kindergarten ( By Robert Fulghum, 1988 ) <ul><li>Share everything. </li></ul><ul><li>Play fair. </li></ul><ul><li>Don’t hit people. </li></ul><ul><li>Put things back where you found them. </li></ul><ul><li>Clean up your own mess. </li></ul><ul><li>Don’t take things that aren’t yours. </li></ul><ul><li>Say you’re sorry when you hurt somebody. </li></ul><ul><li>Wash your hands before you eat. </li></ul><ul><li>Flush. </li></ul><ul><li>Warm cookies and cold milk are good for you. </li></ul><ul><li>Live a balanced life – learn some and think some and draw and paint and sing and </li></ul><ul><li>dance and play and work every day some. </li></ul><ul><li>Take a nap every afternoon . </li></ul><ul><li>When you go out into the world, watch out for traffic, hold hands and stick together. </li></ul><ul><li>Be aware of wonder. </li></ul>Scratch and pair programming

47.
Advantages <ul><li>More discipline </li></ul><ul><li>Better code (less errors, easier to understand) </li></ul><ul><li>Flexible software development </li></ul><ul><li>Knowledge interchange between the partners </li></ul><ul><li>Pleasant atmosphere </li></ul><ul><li>Mutual ownership of the sources </li></ul><ul><li>Supervision </li></ul><ul><li>Cohesion in the team of two (in the pair participants became more familiar) </li></ul><ul><li>Pair is less sensitive on disturbances from environment </li></ul><ul><li>We need less computers (PC-s or workstations ) </li></ul>Scratch and pair programming

48.
Disadvantages <ul><li>Giving instructions to the less experienced is tiring </li></ul><ul><li>Experienced programmers rather work independently and they fill uncomfortable in the pair </li></ul><ul><li>Experienced programmer produces code without (or with less) bugs and it is purposeless to be paired </li></ul><ul><li>Is difficult to compare pair with solos empirically </li></ul><ul><li>Differences in the programming styles cause conflicts </li></ul><ul><li>Par could program less hour/day in comparison with solos which influence the deadline </li></ul><ul><li>In the SW enterprises where programmers work at home PP is difficult to realize </li></ul>Scratch and pair programming

51.
Experience – time table <ul><li>Students are sent URL with longer test on programming </li></ul><ul><li>Homework, reading the paper: All I Really Need to Know I Learned in Kindergarten </li></ul><ul><li>30 min discussion on the rules in the pair </li></ul><ul><li>Divide into pairs, who chose their names </li></ul><ul><li>Each pair is randomly given programming exercise </li></ul><ul><li>Pairs are presenting their programs and presenting their experience with pro et contra debate </li></ul><ul><li>Students fulfill web-poll </li></ul>Scratch and pair programming

52.
Web-poll and test <ul><li>Time framework of PP? </li></ul><ul><li>Which positive experience with PP would you put out? </li></ul><ul><li>Which negative experience with PP would you put out? </li></ul><ul><li>Please, take few minutes to solve the web adaptive test in Moodle environment . Is you result better/equal/ worse then the former, wider test? </li></ul>Scratch and pair programming

56.
Web poll results <ul><li>3/4 and even more said that the experience was positive </li></ul><ul><li>9 of 16 were more or equally successful in solving the second (quick) test </li></ul><ul><li>Suitable for novice programmers </li></ul><ul><li>We continue d with the PP practice </li></ul>Scratch and pair programming

60.
4 years experience PP <ul><li>8 2 % had positive experience with PP or they founded PP good or excellent </li></ul><ul><li>63 % of the students who participated the PP experiment showed better results on the testing after the PP </li></ul><ul><ul><li>which could mean that better understanding of programming concepts was achieved </li></ul></ul>Scratch and pair programming

61.
Conclusion <ul><li>Modern form of collaborative work </li></ul><ul><li>Knowledge improvement </li></ul><ul><li>We will continue with the PP and Scratch </li></ul>Scratch and pair programming